Lesson 2 -- Week 1, Thursday, 9:15 a.m.11:45 a.m.

Outcomes/ Objectives

Language
Skills

Recycling and automatization of present

progressive form
Fluency
Accuracy (informal)

Speaking/
Listening

Pairs
Class

Activation of schemata
Utilization of authentic materials
Fluency

Speaking/
Listening

Group
Ind.
Group
Class

Activation of schemata (cont.)

Authentic language use
Fluency

Class
Ind.

Strengthen ability to read authentic texts

Application of vocabulary

Activities
1. Opening discussion: Whats new with the children?
This is a regular introductory activity done every Thursday
morning this unit. Students describe what their children
are doing in school or other settings (present progressive).
This provides an opportunity for informal reminders about
grammatical form. Anticipates late arrivers. 10 min.

Class

2. Overview class schedule/learning outcomes 1 min.

Class

Learning
Strategies

Critical
Thinking

Materials
AS = All-Star 3
HO = Handout
(in appendix)

Making a Big Purchase

3. Activity: What are you going to buy? 5 min.
a. Each student tells a partner what major purchase
she is going to make (or would like to).
b. Each student tells the whole class what her partner
is going to purchase and the partner shows any realia
about it theyve brought to class.
4. Task: What do you need to know about it? 10 min.
a. Students form groups based on the item to be
purchased (e.g., phones, TV, appliance, car).
b. They first write down individually what they need to
know and to do before they buy.
c. They discuss in group and develop one check list
to share with the whole class (on overhead).
5. Activity: Good warranty or not? 10 min.
a. Students review definition of warranty.
b. Either they read car warranty in AS or they read two
warranties (different items in handout).
c. They check comprehension, make judgments
whether these are good warranties.

Pair

Analyze

HO #4
(Task)

Analyze

AS, p. 60, #1
AS, p. 62 (box)
or
HO #5

Synthesize

Reading

(to be developed)

6. Activities: Asking Questions

a. What questions should you ask? 10 min.
In same product group as before, individuals first
write down three key questions they think they should
have answers to before they buy (based on earlier
work 4 above). They then share within their group.
The group decides which one of these three questions
each person should write on the board and share with
the class.
b. Communication Strategy: disagreeing politely 5 min.
c. Task: Deciding not to buy. Role play with a partner
from the same group, using own input (6.b and 6.c).
Perform for others in group (or class). 10 min.

Break

Ind.
Group
Class

Recycle/automatize form (question)

Utilize own L2 input to gather authentic
information

Writing/
Speaking
Listening

Pair
Pair
Group

Learn how to disagree politely

Strengthen question-asking skills and
ability to disagree politely

Speaking/
Listening

15 min.

7. Focus on Form: Gerunds

Class Learn (or review intentionally) a part of
a. Inductive approach: discovering gerunds in text and Ind./pairs speech: gerund
figuring out rule 5 min.
Increase ability to use form through
b. Deductive approach: rule explanation 5 min.
Class sequenced exercises (from controlled to
c. Practice exercises 10 min.
Ind./pairs less controlled)
d. Game: Gerund charades 15 min.
Class Practice form in kinesthetic activity
Avoiding Scams
8. Warm-up: Whats a scam? 5 min.
9. Exercise: Listening 10 min.
Real life example: used car commercial 30 sec.; WKET
TV news: online car buying scams 1 min., 47 sec.
Focus on a few key vocabulary words; listen once (and
write down main idea); listen a second time (for detail -how to avoid being scammed and write down).
Class discussion of what students heard.
Debriefing of listening difficulties

Class
Ind.

10. Language Journal (for description, see HO #5)

Class

10 min.

11. Wrap-up; Learning Log; Homework; Preview of Next

Class 5 min.

Activation of schemata
Increase listening proficiency
Learn new vocabulary from authentic
source

Noticing;
Fluency

Reading
Focus on
Form

Gather

Information

Analyze

AS, p. 62, #3

Discover
patterns from
context

Speaking/
Listening

Listening

Inductive
reasoning
Deductive
reasoning
Infering

Listen for main

idea
Listen for
details
Taking notes

HOMEWORK:
(1) Read one Storycorps story. (See Appendix
B.1)
(2) Think about an interesting story in your life
you might want to tell.

HO #6 (text)
A-S, pp. 66-67
HO #7

(Grammar
Charades)

AutoYes Video
http://www.youtube.c
om/watch?v=cLz1O
ZaTDSg
WKET story
http://www.youtube.c
om/watch?v=wg7Nlt
FA1fw

AS, p. 71